NORTHERN ARIZONA UNIVERSITYCollege of EducationGeneral InformationCourse DescriptionCourse Objectives and Arizona StandardsStandard 9.2Readings and Supplementary ResourcesGrading:AssignmentDate DuePointsProfessionalism in Special Education6/1650Midterm Exam6/2350Case StudyTBA100Final Exam7/750Learning Enhancement Activities and Projects (LEAP)--100TOTAL350Exams (50 points each)DateAttention Deficit/Hyperactivity DisorderOrthopedic ImpairmentsOther Health ImpairmentsClassroom Management StatementPlease note that there is a total of twenty possible points on this rubric. The total points submitted will be divided by two to match the Case Study Evaluation Rubric.The mission of the College of Education at Northern Arizona University is toprepare education professionals to create the schools of tomorrow. NORTHERN ARIZONA UNIVERSITYCollege of EducationESE 424 Foundations of Special Education: ED, LD, MI/MOMR, OHI, PISummer 2005Return to HomeGeneral InformationCourse DescriptionCourse ObjectivesGradingAssignmentsSemester OrganizerCourse PoliciesGrading RubricsProfessionalism in Special EducationJournal Article Summary and Critique Case StudyGeneral InformationInstructor: Chris Lanterman, Clinical Instructor Office: 202M, COE/27E-Mail: [email protected] Phone:928-523-3575Instructor’s Website: http://jan.ucc.nau.edu/~csl9Online Course Evaluations: http://www.nau.edu/course_evalsOffice Hours: By appointmentMonday – Thursday: 10:00 – 11:00 Course Prerequisites: ESE 380 Credit Hours:3Please contact the instructor, as soon as possible, if there are factors which mayimpede the maximum learning outcome for you in this course.Course DescriptionThe essence of our effort to see that every child has a chance must be to assure each an equal opportunity, not to become equal, but to become different—torealize whatever unique potential of body, mind and spirit he or she possesses.John Fischer – Dean, Teachers College, Columbia University1The essence of teaching, as suggested by John Fischer, is to help students reach their potential. For teachers of students with mild disabilities, this task requires both dedication and understanding. Among the skills helpful in this endeavor is the awareness that students with mild disabilities reflect cognitive, perceptual, academic and social implications of their disabilities. The overall purpose of this course is to provide undergraduate students with the definitions, characteristics, etiologies, legal and ethical concerns, and educational provisions for students identified with Emotional Disabilities (ED), Learning Disabilities (LD), Mild/Moderate Mental Retardation (MI/MOMR), Other Health Impairments (OHI), and Physical (Orthopedic) Impairments (PI/OI). This course is in the foundations domain, and does not typically address specific classroom strategies, materials or curriculum, which are the focus of courses in the methods domain.Course Objectives and Arizona StandardsI.  Demonstrate basic knowledge of differential child/adolescent development. Standard 9.1II.  Demonstrate knowledge and understanding of the basic educational principles and psychology of learning. Standard 9.1III.  Demonstrate knowledge and understanding of current research findings. Standard 9.1IV.  Demonstrate knowledge of the general characteristics of students. Standard 9.1V.  Demonstrate basic knowledge of special education laws and major litigation. Standard 9.2VI.  Demonstrate knowledge of the theoretical models for use with students. Standard 9.3VII.  Demonstrate a commitment and a positive attitude toward teaching and learning.VIII.  Demonstrate an awareness of cultural, linguistic and gender differences as they relate to the diagnosis and treatment of students. Standard 9.1IX.  Demonstrate the ability to make programming and managementdecisions impacting students. Standard 9.5X.  Demonstrate knowledge of the formulation and assessment of goals and benchmarks so as to meet individual needs. Standard 9.4, Standard 9.5XI.  Demonstrate the ability to improve professional skills through continuing education and involvement in special projects relatedto community activities. Standard 9.62XII.  Demonstrate an awareness of strategies and interventions pertinent to the social and academic needs of students with LD,ED, MI/MO MR, OHI, and PI. Standard 9.1, Standard 9.3XIII.  Demonstrate basic knowledge relative to the modification of instruction for students Standard 9.1, Standard 9.3Readings and Supplementary ResourcesRequired: Raymond, E.B. (2004). Learners with mild disabilities – A characteristics approach. (2nded.). Boston: Allyn and Bacon.Other required readings, as applicable, will be available on reserve at the Curriculum Lab and/or on electronic reserve at Cline Library.Grading:The following table summarizes the assignments due throughout the semester and theirpoint values. A description of each assignment follows this summary. Assignment SummaryAssignment DateDuePointsProfessionalism in Special Education 6/16 50Midterm Exam 6/23 50Case Study TBA 100Final Exam 7/7 50Learning Enhancement Activities and Projects (LEAP) -- 100TOTAL 350Overall Grading:You will receive a grade based on accumulated points accrued on assignments as a percentage of the total points possible for the course. The grading scale is as follows:92 – 100% = A85 – 91% = B76 – 84% = C69 – 75% = DBelow 69% = F 3Class Assignments:Students are expected to have completed reading assignments prior to class meetings. Materials covered during class may not duplicate reading content. In many instances, class activities are designed to expand upon concepts presented in readings. All assignments must be submitted on, or before, the designated date due. Exceptional or mitigating circumstances, requesting permission to submit an assignment beyond thedate due, must be discussed with the instructor prior to the class meeting during which an assignment is due. All assignments must be submitted via e-mail attachment, in Microsoft Word or Rich Text Format (RTF). Assignments submitted in other formats (e.g., WordPerfect, Microsoft Works, ClarisWorks, etc.) will require a print copy to be submitted, as well. Each class member is responsible for verifying the on-time receipt of the assignment by the instructor. Using a “return receipt” or “registered” e-mail is the best way to accomplish this. In addition, it is recommended that you keep a